1. Anderson, J. R., Reder, L. M., & Simon, H. A. (2000). Applications and misapplications of cognitive psychology to mathematics education. Texas Educational Review, 1(2), 29–49. https://doi.org/10.4324/9781315201016-4
2. Carlson, M. P. (1998). A cross-sectional investigation of the development of the function concept. In E. Dubinsky, A. H. Schoenfeld, & J. J. Kaput (Eds.), Research in collegiate mathematics education, III. Issues in Mathematics Education (Vol. 7, pp. 114–162). Providence, RI: American Mathematical Society.
3. Carlson, M. P., Jacobs, S., Coe, E., Larsen, S., & Hsu, E. (2002). Applying covariational reasoning while modeling dynamic events: A framework and a study. Journal for Research in Mathematics Education, 33(5), 352–378. https://doi.org/10.2307/4149958
4. Castillo-Garsow, C. (2010). Teaching the Verhulst model: A teaching experiment in covariational reasoning and exponential growth (Doctoral dissertation). Arizona State University, Tempe, AZ.
5. Castillo-Garsow, C., Johnson, H. L., & Moore, K. C. (2013). Chunky and smooth images of change. For the Learning of Mathematics, 33(3), 31–37. Retrieved from https://www.jstor.org/stable/pdf/43894859.pdf?refreqid=excelsior%3Af2d39a22d3d6dbec33c60c6a16f88298